Tutoring and helping others to improve their learning skills is something that comes naturally for me. When I first helped my peers to increase their academic abilities, I didn't even know that I was tutoring. This was mostly because I was in the third grade and I just wanted to go help other students who hadn't finished or were struggling with their in-class assignments. I was only 10 when I first began getting paid for my tutoring competency. I slowly accumulated clients through word of mouth. By high school, it was essentially a part-time job. I also had the benefit of volunteering as a tutor through different charities I am/was associated with, beginning in middle school. My intentions were philanthropic, but I unintentionally picked up many guiding skills for assisting students in specific subject(s) and for students in need of overall academic structuring along with subject tutoring.
I have experience tutoring students with learning disabilities. As a psychologist-in-training I have the advantage of a better understanding of learning disorders, learning disabilities, and developmental disabilities. I have the most experience with with the aforementioned disorders, along with dyslexia, ADHD, autism, and conduct disorder.
One of the strengths I developed during my 16 years of experience tutoring is the importance of giving due recognition that each person is unique and every person's learning preference(s) should be tailored toward providing the system that with have optimal benefits for his/her. A lot of tutors (even well-seasoned ones) have one methodological approach to guiding educational improvement. My experience has taught me that different individuals have different learning styles. One of the most important characteristics of a good mentor is the ability to adjust from the tutor's comfort zone into the student's preferred method of comprehension. This is the most advantageous approach to an individual's progress, granted the tutor is capable teaching in various methods.
In psychological jargon: my technique is to provide scaffolding that fits a child's unique zone of proximal development. In comprehensible terms: I provide services that balance the amount of help needed with the natural competencies of the client in order facilitate learning and not dependence on an authority figure; this also cultivates neurochemical interactions that increase the amount of information retained. Finally, and perhaps most importantly, by give a limitless amount of help to children they begin incorporating a sense of dependency and entitlement, followed by a decrease in independence and self-sufficiency. These lessons (which certainly include the influence of how assignment completion is structured) do not receive due attention, which is regretful because these behavioral interactions are already beginning to set the stage for adulthood, expectancies, and competencies. Observation of a child's emotional reaction and external reaction to academic frustration are crucial, because they do not confine themselves to that singe issue.
A child that has not experienced as many instances where he/she overcame an obstacle without assistance has a greater chance of failing to independently accomplish much. On the other hand, not providing enough support presents the risk of rousing feelings of inadequacy, which is often followed by feelings of dejection, failure, and lowered self-esteem. The significance of the matter here can be more grave since the subjective feelings of failure ingrained early on can cause self-sabotage, fear of failure, or a person might become devoid of any motivation. This significantly decreases one's chance at success (of all sorts), and it hinders one from realizing his/her full potential. Concisely, it is important to address the matter earlier so as to prevent deep-seated childhood behaviors from escalating into a more significant problem.
Another quality that is fundamental to tutoring success is establishing a connection. If you were to hire me for yourself or for someone else and you did not have a good experience, I would encourage you to seek another tutor who fits your particular needs better than I am able to. Part of the value of developing a relationship of trust, respect, and openness is that students are more likely to express if a concept is troubling them. Furthermore, a positive relationship between a student and a tutor fosters a sense of accountability and respect, which in turn increases the likelihood that there will be preparation between tutoring sessions.
I am dedicated, flexible, patient, and professional. My communication skills are excellent, and I find it important to both give and receive feedback on the progress of tutoring sessions. I have received excellent reviews from previous clients. I am reliable, attentive and derive vicarious pleasure from the progression and success of all of my students. I promise to do my best to help you succeed, even if it means learning 3 new ways to solve an equation in hopes that one will suit you/your child’s learning style.
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